1. Chapter 10 focuses on language production including speaking and writing. This relates to just about every other concept in the book because there are many processes that need to be used in order to communicate. Production of language through writing requires planning, sentence generation, and revision. We use our short term and long term memory to write and speak. Our central executive is very active in this process. It is interesting to step back and think about all of the cognitive activities that are done in seconds as we speak.
2. The book mentions that there is not much research on writing even though it is a very complicated process. I wonder why the research is focused on the processes before writing, like comprehension, etc. and we do not research the end product in our writings.
3. I will be careful not to make the speech errors in my classroom like the sound, morpheme, and word errors. It is important to establish common ground with your students to ensure that the students are able to comprehend what we are covering. I feel it is important in math to remember my thoughts when I first learn the information and relate to my students. Sometimes math teachers do not realize the complexities because they have been doing the concepts for years. It helps to tell the students common errors when learning the material so that they are aware of them as they practice. I also thought that the benefits of bilinguals were interesting. The critical period hypothesis states that it is easier for young children to learn a second language as opposed to an adult. Maybe this is partly because as an adult, we have our attention divided to several tasks compared to a child. I think that it is possible for an adult to master a new language and I think it would be a benefit if they visited a country that speaks the native language.
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Your response in #2 is a good reflection. Writing is a form of using language, why would it not be researched more in depth? It is a major form of producing language. The book even mentions that it requires virtually every cognitive activity described in the textbook. (Pg 344) And through the writing processes, you can witness and detect many errors in a child's language development.
ReplyDeleteThere are so many directions to go in with the study of writing in children and adults of all ages. The types of writing, the audience they are wring for, the reason behind the writing, styles of writing, ...the list goes on. If more research was done, it could help teachers recognize errors that are being made by children and why. Focusing on these areas would really benefit children because writing is a major form of expression. There are rules of pragmatics behind writing just as there are for language. As the child advances through their education, writing can determine passing or failing. More research should be done to address writing.
I would argue to say that if you concentrated on not making mistakes (word errors)this is when would make more of them. Overloading our cognitive process with what we are trying to currently do (give lesson)and trying to focus on not making word mistakes...that would be hard, divide our attention and invite even more error
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